University of Wisconsin-Milwaukee
Department of Curriculum and Instruction
CURRINS 537: Literacy 2: Assessing and Teaching Literacy Beyond the Primary Years
Course Syllabus
Section 001 Class Meets Tuesdays, 12:30-3:10 pm; Class Meeting Location: Enderis 109
Section 002 Class Meets Thursdays, 5:00-7:40 pm; Class Meeting Location: Bolton 281
Instructor: Ruth Short, Ph.D.
E-mail: rashort@uwm.edu
Office: Enderis 271
Office Phone: 414-229-4536
Fax: 414-229-5571
Office Hours: Tuesday 3:30-4:30, Thursday 3:004:00 and by appt.
Catalog Description: CURRINS 537: Literacy 2: Assessing and Teaching Literacy Through
Early Adolescence. 3 cr. U/G. Addresses the role of reading and language arts assessment
and instruction with diverse learners in 1st-8th grade classrooms with particular emphasis on
comprehension, vocabulary, and disciplinary literacy.
Course Description:
The course addresses the role of reading and language arts with diverse learners in first through
eighth grade classrooms, with a greater emphasis on grades three through eight, and the
interrelationship of literacy instruction with the other curricular areas. The primary objectives
are to promote and develop assessment and instruction of comprehension, vocabulary and
disciplinary literacy.
Credits:
This course is offered for 3 undergraduate or graduate credits. You can anticipate at least 144
hours of work for this three-credit course. This includes 37.5 hours of face-to-face meetings and
105.5 hours completing the required course requirements including completion of assigned
course readings and required written projects (i.e. lesson and unit plans).
Course Objectives:
Students will be able to...
1. Express a deep understanding of the foundations of disciplinary literacy and the factors that
affect reading and writing development across the curriculum;
2. Incorporate the varied contexts of literacy instruction into assessment, lesson plans, and
discussion;
3. Administer and analyze Informal Reading Inventories, and then use this data to plan
appropriate instruction;
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4. Identify and build upon students’ strengths and how to develop student engagement in
reading and writing in order to design appropriate instructional strategies that individualize
instruction;
5. Display a broad knowledge of literacy strategies and instructional techniques that support
reading and writing.
6. Identify, select and teach appropriate comprehension strategies to meet learners’ needs as
they attempt to understand narrative, persuasive and informational texts across disciplines.
7. Identify, select and apply appropriate vocabulary instructional strategies to meet learners’
needs as they engage with various forms of text.
8. Demonstrate an understanding of implementing literature circles, selecting appropriate
reading materials for a variety of readers and interests, and managing multiple small groups
simultaneously.
9. Draw upon the Common Core State Standards in planning literacy learning activities.
Texts and Required Materials:
Books for this course are available for purchase at the UWM Campus Bookstore
(http://bookstore.uwm.edu/home.aspx) or online.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study
for phonics, vocabulary, and spelling instruction, 5th edition. Boston, MA: Pearson.
Fisher, D. and Frey, N. (2012). Improving Adolescent Literacy: Content Area Strategies at
Work, 3rd. ed. Boston, MA: Pearson.
Leslie, L. and Caldwell, J. S. (2010). Qualitative Reading Inventory, 5th edition. Boston, MA:
Pearson.
Recommended Texts:
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction and
Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development.
Optional texts, consult with the instructor prior to purchasing:
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Cobb, C. and Blachowicz, C. (2014). No more "look up the list" vocabulary instruction.
Portsmouth, NH: Heinemann.
Fisher, D. and Frey, N. (2008). Word-wise and content-rich, grades 7-12: Five essential steps to
teaching academic vocabulary. Portsmouth, NH: Heinemann.
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Additional Readings posted to D2L
Beach, R. (2012). Constructing digital learning commons in the literacy classroom. Journal of
Adolescent and Adult Literacy, 55(5), 338-351.
Bean, T. & O’Brien, D. (2012/13). Past and future directions in content area literacy. Journal of
Adolescent and Adult Literacy, 56(4), 275-278.
Conradi, K., Jang, B. G., Bryant, C., Craft, A. & McKenna, M. C. (2013). Measuring adolescents’
attitudes toward reading: A classroom survey. Journal of Adolescent and Adult Literacy,
56 (7), 565–576.
Fisher, D. & Frey, N. (2013). Close reading as an intervention for struggling middle school
readers. Journal of Adolescent & Adult Literacy, 57 (5), 367–376.
Gambrell, L. (2011). Seven rules of engagement: What’s most important to know about
motivation to read. The Reading Teacher, 65 (3), 172–178.
Glaus, M. (2014). Text complexity and young adult literature: Establishing its place. Journal of
Adolescent & Adult Literacy, 57(5), 407–416.
Hill, A. E. (2014). Using interdisciplinary, project-based, multimodal activities to facilitate
literacy across the content areas. Journal of Adolescent & Adult Literacy , 57(6), 450–
460.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:
What, why, and how? The Reading Teacher, 58, (8), 702-714.
Lenski, S. (2011/12). What RtI means for content area teachers. Journal of Adolescent & Adult
Literacy, 55(4), 276-282.
Manyak, P. C., Von Gunten, H., Autenrieth, D., Gillis, C. Mastre-O’Farrell, Irvine-McDermott,
E., Baumann, J. & Blachowicz, C. (2014). Four practical principles for enhancing
vocabulary instruction. The Reading Teacher, 68 (1), 13-23.
Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know
and what we need to do. Reading Research Quarterly, 42,2, 282-296.
Peterson, D. S. & Taylor, B. M. (2012). Using higher order questioning to accelerate students’
growth in reading. The Reading Teacher, 65 (5), 295–304.
Spitler, E. (2011/12). From resistance to advocacy for math literacy: One teacher’s identity
transformation. Journal of Adolescent & Adult Literacy, 55(4), 306-315.
Wixson, K.K. & Valencia, S.W. CCSS-ELA: Suggestions and Cautions for Addressing Text Complexity.
The Reading Teacher, 67 (6), 430–434.
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Useful websites:
http://www.eduplace.com/graphicorganizer
http://www.freeology.com/graphicorgs
http://sciencenotebooks.org
Assignments: All written work will be submitted in hardcopy to the professor during the
class the assignment is due.
Self-selected Reading – (5 points, due Sept. 9/11)
You will choose an article from The Reading Teacher, the Journal of Adolescent and Adult
Literacy, or some other professional journal approved by your professor. This article should
address reading comprehension, the use of informational or multimodal texts in content area
classrooms, vocabulary development and instruction, assessment, writing or something literacy
related. (Please consult with your instructor if you are unsure of journal or topic approval.) You
will be responsible for writing an article summary as well as addressing how you would apply
the information to your own teaching. Summaries will be shared in class. Include a copy of the
journal article when handing in your article summary. You must include the correct and
complete citation for the article using APA 6th ed. format in your written summary.
Assessment Project – (15 points, due Oct. 14/16)
Students will complete an assessment project consisting of the following:
● QRI case study.
● Words Their Way spelling inventory of the same student.
● Produce a final assessment report reporting the results of all assessments.
Word Study Lesson – (5 points, due Oct. 21/23)
You will choose a word study lesson that is appropriate to the level, strengths and needs of the
struggling student with whom you are working. You will teach this lesson with your student and
reflect on the experience.
Guided Reading Lessons – (2 @ 5 points each = 10 points, due Nov. 18/20 and 25/27*)
You will plan and implement a series of two guided reading lessons with a small group of
students that includes your initial case study student. You will plan and teach two, guided
reading lessons that include a comprehension strategy using the gradual release of responsibility
model. This lesson will follow the MCEA Lesson Plan Template. Cite the specific standards
(Wisconsin or Common Core) you aim to address in your teaching (link on D2L). A written
reflection will also be required. *Due to the Thanksgiving holiday, students in the Thursday
evening section of class will be expected to submit the second Guided Reading lesson to D2L
Dropbox. All other assignments must be turned in as hardcopy.)
Disciplinary Literacy Lessons – (2 @ 7.5 points each = 15 points, due Oct. 28/30 and Nov.
11/13)
You will plan and implement two disciplinary literacy (reading and/or writing) lessons for a
small or whole group of students in your clinical experience classroom. Use a lesson from one
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of your content areas and modify it to include a disciplinary literacy strategy. Cite the specific
standards (Wisconsin or Common Core) you aim to address in your teaching (link on D2L). You
will include a vocabulary mini-lesson in each. Examples of these include: Student Activated
Vocabulary Instruction, Word Walls, Word Maps, Semantic Webs, Semantic Gradients, The
Frayer Model, Morphemic Analysis, etc. The lessons should address the needs of various
reading levels of students in the class. (Prior to teaching these lessons in the field, you will teach
them in class to a small group of your peers. Peer feedback will be provided after each lesson is
taught.)
Literature Circles - (10 points, evals done and handed in class weekly during the Literature
Circle section of the course with final reflection due Nov. 4/6)
After hearing about several contemporary Y.A. novels, each small group (3 or 4 persons per
group) will select and read a book of its choice. The group will meet during class time in
literature circles, with each person being a weekly discussion director and rotating the other
literature circle roles. Your group will need to devise a form for self-evaluation and group
evaluation. Models of evaluations will be shared in class. Each person must complete both types
of forms (self and group) each time your group meets. You will turn in forms weekly. You will
also compose and submit a written reflection on the Literature Circle experience. Some time will
be allotted in class for completion of this assignment, but you will be required to do the actual
reading of the books outside of class. This book may also be used for the multimodal text set
project if it fits with your topic. Failure to meet with your group during class will result in a
reduction of points for this assignment. Be sure to have your group determined evaluation forms
available for use in hardcopy each week your group meets in class as these must be turned in
prior to you leaving class.
Unit – (20 points) This will be compiled but not actually taught in the field. (Small group
presentations will be the last two weeks of class, Dec. 2/4 and 9/11)
You will create a unit that includes the following components:
 Themed Multimodal Text Set - Using the changing notion of the word “text” to include
more than textbooks or printed material, you will put together a set of “texts” that
develops an identified theme. These “texts” will represent varying levels of text
complexity and genre. A model set and rubric will be shared in class. You will present
your “text” set to the class including an annotated bibliography following APA 6th
edition format. Identify the genre of each “text.”
 UbD Unit Plan – Following the UbD model of planning, develop a themed unit that
teaches a literacy central focus. Your unit will include sequenced learning activities that
incorporate WHERETO (from UbD) and address vocabulary instruction, the
development of a central focus from the Common Core State Standards, (comprehension
strategy), writing in response to reading, and a graphic organizer in a well developed
learning plan. You will not write lesson plans for the unit, but you will follow the UbD
model of planning.
Final Examination – 20 points (Please do not ask to take the exam early.)
Day section: Wednesday, Dec. 17 from 12:30-2:30. Location TBD
Evening section: Thursday, Dec. 18 from 5:00-7:00 pm. Location TBD
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A final examination will be administered to all students. The exam will be comprehensive
covering assigned readings, lectures, discussions and demonstrations. The central question of the
exam will focus on a very probable open-ended question that will be posed on the Wisconsin
Foundations of Reading test. More information will be provided later in the semester.
*Graduate Project – (50 points)
Individuals taking the class for graduate credit are required to do an additional assignment. They
will choose a topic to investigate in consultation with the professor. First, students will use
ERIC and Google Scholar to find articles on the topic within the past five years (at least 5
research-based articles, more if you select brief articles). The articles will be summarized and
analyzed in an annotated bibliography. Finally, the student will write a 10-page paper on your
topic explaining the idea, theory, research and application in classrooms. Individual presentations
will be made to the rest of the class, so be sure to include an effective means of sharing
information.
Grading
Self-selected Reading
Assessment Project
Word Study Lesson
Guided Reading Lessons (2)
Disciplinary Literacy Lessons (2)
Comprehension Unit
Literature Circle
Final Exam
Graduate Student Project
Undergraduate
5 points
15 points
5 points
5 points each = 10
points
7.5 points each = 15
points
20 points
10 points
20 points
100 points
Graduate
5 points
15 points
5 points
5 points each = 10
points
7.5 points each =
15 points
20 points
10 points
20 points
50 points
150 points
Undergraduate Grading Scale:
94-100 = A
88-90 = B+
91-93 = A85-87 = B
82-84 = B-
78-81 = C+
75-77 = C
72-72 = C-
69-71 = D+
66-68 = D
60-65 = Dbelow 60 = F
*Graduate Grading Scale:
125-133 = A
117-119 = B+
120–124 = A113-116 = B
109-112 = B-
103-108 = C+
99- 102 = C
96-98 = C-
92–97 = D+
87-91 = D
80-86 = DBelow 79 = F
The grade of a C or better must be earned in this course in order for it to fulfill the professional
requirements of the Middle Childhood-Early Adolescence Teacher Certification program. This
course cannot be taken for credit/no credit
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Course Calendar, Content and Modules:
Week
Topic
1.
Review of Literacy1class
Sept. 2/4
Disciplinary Literacy and Response to
Intervention (RtI)
In-class activities related to Disciplinary
Literacy using Day of Tears
2.
Sept.
9/11
Common Core State Standards (CCSS)
Text Complexity
View www.TextProject.org
Allow for sharing of self-selected
readings
Reading/Assignments
Bean & O’Brien: Past and future
direction in content area literacy, JAAL
Lenski: What RtI means for content area
teachers, JAAL
Day of Tears - J.Lester
View and discuss CCSS (available app)
Fisher & Frey, Chapter 1: Ensuring all
students read, write, think
Glaus: Text complexity, JAAL
Wixson & Valencia: Suggestions and
Cautions for addressing text complexity,
RT
*Due: Self-selected reading written
summary (w/article attached)
3.
Sept.
16/18
4.
Sept.
23/25
Assessment: Reading, comprehension,
retelling, and spelling inventory
Words Their Way, QRI/IRI
Assessment continued, Disciplinary
literacy lesson introduction
In-class analysis of individual student
work
Fisher & Frey, Chapter 9: Taking stock:
Standards, assessment and high-stakes
testing
Fisher & Frey, Chapter 2: Setting the
stage: Building background through
anticipatory activities
*Bring QRI and WTW to class to assist
with analysis
5.
Multimodal text sets, Word study lesson
Words Their Way, QRI
Sept.
30/Oct. 2
Literature Circles: Introduction
In-class time for lit circle book selection
Fisher & Frey, Chapter 3: Word for
word: Vocabulary development across
the curriculum
Beach: Constructing digital learning
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commons, JAAL
6.
Assessment Project review and analysis
Oct. 7/9
Disciplinary literacy lesson #1 in class
peer teaching
Literature circles meet, develop self- and
group evaluation sheets and discuss first
section of books selected
*Peer teaching of disciplinary literacy
lesson: bring materials for peers
Fisher & Frey, Chapter 4: Well read:
Promoting comprehension through read
alouds and shared reading.
Gambrell: Seven rules of engagement,
JAAL.
Condradi et.al: Measuring adolescents’
attitudes toward reading. JAAL
7.
Small group Guided reading
*Assessment project due
Oct.
14/16
Literature Circle discussion & eval time
Fisher & Frey, Chapter 5: Why Ask?
Questioning strategies in the classroom.
Peterson & Taylor: Using higher order
questioning, RT
8.
Oct.
21/23
Comprehension strategies and graphic
organizers
Literature Circle discussion & eval time
*Word study lesson due
Fisher & Frey, Chapter 6: Picture this:
Graphic organizers in the classroom.
Fisher & Frey: Close reading, JAAL
9.
Vocabulary and mini-lessons
Oct.
28/30
Comprehension strategies and graphic
organizers
Literature Circle discussion and eval time
Pearson, Hiebert, & Kamil: Vocabulary
assessment, RRQ
Manyak et. al: Four practical principles
for vocab instruction. RT
*Disciplinary Literacy Lesson #1 due
10.
Multimodal text sets
Nov. 4/6
Disciplinary Literacy lesson #2 in class
peer teaching
*Peer teaching of disciplinary literacy
lesson: bring materials for peers
Fisher & Frey, Chapter 7: Getting it
down: Making and taking notes across
the curriculum
Literature Circle reflection due
11.
Multimodal text sets & Literacy Central
Focus (see CCSS)
Fisher & Frey, Chapter 8: Powerful
pens: Writing to learn with adolescents
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Nov. 11/13
Writing Across the Disciplines
*Disciplinary Literacy Lesson #2 due
Hill: Using interdisciplinary, projectbased multimodal activities, JAAL
12.
Teaching for understanding & fluency
Nov.18/20
13.
Nov.
25/27
*Guided Reading Lesson #1 due
Hudson, et al: Reading fluency
assessment and instruction, RT
Fluency and Comprehension: How
closely are they linked?
Guided Reading Lesson #2 due (Tues,
paper copy, Thursday D2L dropbox)
Spitler: From resistance to advocacy,
JAAL
Thanksgiving Holiday (Thursday)
14.
Comprehension Units and Catch-up
In-class presentations
Comprehension Units and Review
In-class presentations
Dec. 2/4
15.
Dec. 9/11
Abbreviations used above:
JAAL = Journal of Adolescent and Adult Literacy
RT = The Reading Teacher
RRQ = Reading Research Quarterly
Wisconsin State Teaching Standards and Core Guiding Principle addressed in CURRINS 557:
Standard #1 Learner Differences
Standard #2 Learner Development
Standard #3 Learning Environments
Standard #4 Content Knowledge
Standard #5 Innovative Applications of Content
Standard #6 Assessment
Standard #7Planning for Instruction
Standard#8 Instructional Strategies
Standard #9 Reflective Practitioner/Learning From One’s Own Practice
Standard #10: Leadership and Collaboration
Core Guiding Principle
All programs at UWM leading to licensure by the Wisconsin Department of Public Instruction
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have adopted a unified guiding principle centered on advocating for and providing an equitable
education to all students, within a culture of inspiration, high expectations, accountability and
quality services.
Individuals licensed through UWM demonstrate an understanding of the unique characteristics
of urban contexts and keep issues of race, class, culture, and language at the forefront of their
work. Candidates have substantive knowledge about the varieties of urban contexts and cultures,
the forces that maintain poverty, and other powerful historic and contemporary beliefs and
traditions that support discrimination in society. They understand how other social identities,
including gender, disability, sexual orientation, and religion, intersect with the forces of poverty,
cultural traditions, language, and racism and lead to inequity in teaching and learning.
This Urban Education/Equity Principle is aligned with UWM's commitment to the urban
community and influences our interpretation of state licensing standards and how they are
assessed. Throughout their programs and in their portfolios, candidates address the Urban
Education/Equity Principle as they interpret the performance standards of the applicable license.
Course Policies
Attendance - It is expected that you will attend all class meetings. In the event that you find it
impossible to attend, you should notify me via e-mail or phone prior to the class meeting. The
grade calculation described above assumes daily class attendance. One absence may occur
without penalty, but beginning with the second absence final grades may be lowered by an
interval (ex. A to A-, B+ to B, etc.). Babysitting problems (multiple), friends’ problems, deaths
of friends’ families, work, and ongoing transportation issues are not acceptable excuses. If you
know you will miss a class in advance, make arrangements with a class member to collect
handouts and to share notes. You are responsible for readings and in-class work when you are
absent. Two tardies are equal to one absence and will count the same way.
Desire 2 Learn – Course materials will be made available on D2L each week. From time to
time it will be necessary to send a message to the class. Therefore it is essential that you verify
your ability to access D2L early in the semester and contact Learning Technology Center if you
have any difficulties (414-229-4040 or help@uwm.edu or go to Bolton 225). To access D2L go
to the UWM homepage and find D2L link at the very top of the page.
Due Dates – Assignments are due on the date indicated in the syllabus, even if you are absent.
Late work may receive a grade reduction of 1 interval for each day between the due date and the
date it is turned in (e.g. one day is B to B-). In cases of documented (in writing) extenuating
circumstances (e.g. medical emergency, illness, death), contact me so we can decide how to
work things out.
Electronic Devises - Turn off phones and other beeping, ringing or singing electronic devices
during class. Only answer phones during class in transition times or in emergencies.
Quality of Written Work – All written work submitted to meet course requirements must be
typed, unless otherwise noted. It is assumed that work submitted is in final draft unless
specifically stated in the course syllabi. Work must include correct punctuation, capitalization,
and spelling. Any work cited in this class must be referenced following APA 6th Edition.
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APA Formatting: All typed papers should be word processed, double spaced, 12 pt. font with
one inch margins using Times New Roman and proofread. When citing references, use American
Psychological Association's 6th edition format. For help, see
http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm.
University Policies:
*additional information regarding these policies is found at
http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf
1. Students with disabilities. Notice to these students should appear prominently in the syllabus so that special
accommodations are provided in a timely manner.
http://www4.uwm.edu/sac/SACltr.pdf
2. Religious observances. Accommodations for absences due to religious observance should be noted.
http://www4.uwm.edu/secu/docs/other/S1.5.htm
3. Students called to active military duty. Accommodations for absences due to call-up of reserves to active
military duty should be noted. Students: http://www4.uwm.edu/current_students/military_call_up.cfm
Employees: http://www4.uwm.edu/secu/docs/other/S40.htm
4. Incompletes. A notation of "incomplete" may be given in lieu of a final grade to a student who has carried a
subject successfully until the end of a semester but who, because of illness or other unusual and substantiated
cause beyond the student's control, has been unable to take or complete the final examination or to complete
some limited amount of term work. http://www4.uwm.edu/secu/docs/other/S31.pdf
5. Discriminatory conduct (such as sexual harassment). Discriminatory conduct will not be tolerated by the
University. It poisons the work and learning environment of the University and threatens the careers,
educational experience, and well-being of students, faculty, and staff.
http://www4.uwm.edu/secu/docs/other/S47.pdf
6. Academic misconduct. Cheating on exams or plagiarism are violations of the academic honor code and carry
severe sanctions, including failing a course or even suspension or dismissal from the University.
http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
7. Complaint procedures. Students may direct complaints to the head of the academic unit or department in
which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed
to the head of the department or academic unit in which the complaint occurred or to the appropriate
university office responsible for enforcing the policy. http://www4.uwm.edu/secu/docs/other/S49.7.htm
8. Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a capricious or
arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by
the department, college, or school in which the course resides or in the case of graduate students, the
Graduate School. These procedures are available in writing from the respective department chairperson or
the Academic Dean of the College/School. http://www4.uwm.edu/secu/docs/other/S28.htm
9. Other The final exam requirement, the final exam date requirement, etc.
http://www4.uwm.edu/secu/docs/other/S22.htm
10. Selected Academic and Administrative Policy 24.5, Firearms and Dangerous Weapons Policy.
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